Sacred Heart Day Nursery   

Sacred Heart Day Nursery is a licensed private child care center for children 30 months to 6 years.  We feel privileged that you have entrusted us with the care of your child.  We know that every child that enters our program is a unique child of God and we treasure and cherish each of them as such.  We hope that the care and education we provide for your child during these important early years will have a positive effect on the rest of their lives.
Our program is designed around the four foundations set out in How Does Learning Happen? Ontario’s Pedagogy for the Early Years which enable children to grow and flourish.  These are: Belonging, Well-being, Engagement and Expression as described in the following Program Statement.


Sacred Heart Day Nursery always aims at providing a high quality program that is designed to help every child reach their full potential. Our programis designed to enhance the physical, social, intellectual, spiritual and emotional development of every child. Our program is staffed only by the Sisters of the Sacred Heart who have chosen a life of consecration to God. Caring for the children within the program is an important expression of their consecration. 

1 Promote the health, safety, nutrition and well-being of the children

  Approach: To maintain the child care environment according to the highest health and safety standards, Environment Rating Scales are carried out annually that rate the building and furnishings, the program activities, the meals and snacks, the interactions between staff and children and the staff qualifications. 
  Children can take part in home-like daily routines such as unloading the dishwasher, setting the table, taking out the recycling, picking vegetables and raking leaves.
2 Support positive and responsive interactions among the children, parents, child care providers and staff,

  Approach: To provide a warm and caring family-style environment where everyone feels respected, loved and cared for, the Sisters give appropriate signs of warmth and affection such as hugs when such actions are responsive to the child’s own needs for reassurance and security, building a sense of trust and confidence. 
  Through staff participation and modelling, children learn prosocial behaviors such as empathy, tolerance, kindness, sharing and turn taking in their interactions among each other.
  Parents are encouraged to feel free to approach staff members in regards to their children’s development and family situations, at drop off and pick up times, or after hours and efforts are made to ensure that behavioral guidance and consequences are consistent between the home and school environment.            
3 Encourage the children to interact and communicate in a positive way and support their ability to self-regulate.

  Approach: To promote Christian moral and social values, an emphasis is placed on respectful communication which includes encountering others in meaningful ways that are responsive to the needs of the other while allowing for an honest expression of self.  Children are encouraged to express negative emotions in constructive ways that lead to positive outcomes and encourages respect for others.
  A stable and positive structured framework is provided that is developmentally appropriate.  Limits are clearly defined and choices have appropriate consequences.  Children are encouraged to recognize how their actions affect others and strategies are provided to foster the development of the child’s own self-regulation.
4 Foster the children’s exploration, play and inquiry

  Approach:  To provide time and space for exploration in a way that is responsive to the interests and developmental level of each child, as capable and competent participants in their own learning experiences, children are provided with opportunities to discover their own answers to their questions and inquiries during their play experiences.
  Unstructured free play takes up a substantial part of the daily schedule.  Children move freely among the various interest centers supplied with a variety of open ended materials. Opportunities for self-directed play within reasonable parameters are provided to allow children the freedom to explore, inquire and become engaged in meaningful ways. 
5 Provide child-initiated and adult supported experiences

  Approach: To give children the time and opportunity to initiate their own activities and the support they need to carry them out, child initiated play experiences and activities are included in the daily schedule.  These respond to the children’s emerging interests and adult support ensures that activities enhance the various areas of development. 
  The Sisters become aware of each child’s individual personality, interests, needs and capabilities, and take these into account when providing support in order to help each child reach their full potential.

6 To plan for and create positive learning environments and experiences in which each child’s learning and development will be supported

  Approach: To educate children in foundational academics fostering a lifelong love for learning,
daily periods of developmentally appropriate curriculum with an emphasis on literacy and numeracy provide children with a sense of accomplishment and achievement as they develop a strong knowledge base that will support the development of subsequent academic skills. 
  The children also receive foundational instruction in the Catholic Faith according to their developmental level through songs, prayers and faith based activities including art projects and devotions.

7 Incorporate indoor and outdoor play, as well as active play, rest and quiet time, into the day, and give consideration to the individual needs of the children receiving child care

  Approach: To create an environment and schedule that ensures that each child’s individual daily needs are met, the daily program schedule provides children with the types of daily experiences necessary for their overall well-being.  It is structured enough to provide a sense of security and routine while at the same time being flexible enough to respond to each child’s individual needs.
  The classrooms are designed to offer different types of activities according to the children’s needs for quiet or active play experiences. 

8 Foster the engagement of and ongoing communication with parents about the program and their children

  Approach: To supply parents with information on an ongoing basis both formally and informally, formal communication regarding events, notices, and changes in the program are communicated through take home letters and/or notices posted on the front door. 

  Daily communication of individual details about the child’s day are communicated informally at drop off and pick up times.   

9 Involve local community partners and allow those partners to support the children, their families and staff,

  Approach: To make use of local community programs and resources that enhance our program, our Program is involved in the local Early Childhood Community Development Center (ECCDC) and Quality Child Care Niagara (QCCN).  Other local community partners such as Speech Services Niagara (SSN) and Family and Child Services (FACS) are involved in the program as partners in the care of the children within the program when the need arises. 
  Our program is also in partnership with Notre Dame College School providing volunteer community service and co-op opportunities for their students who become positive role models for the children in our program.  These students are never permitted to be alone with the children and are always under the direct supervision of staff.   

10 Support staff, or others who interact with the children at a child care centre in relation to continuous professional learning

  Approach: To remain updated on current best practice and pedagogy through continuous professional learning, the staffs take part in workshops and instructional sessions sponsored by Quality Child Care Niagara (QCCN) and the Early Childhood Community Development Center (ECCDC).
  All staff who are Registered Early Childhood Educators (RECE’s) take part in the Continuous Professional Learning provided by the College of Early Childhood Educators.   

11 Document and review the impact of the strategies set out in the above Program Statement on the children and their families
  Approach: To ensure that the Program Statement remains relevant and that it appropriately reflects the Sacred Heart Day Nursery program, each year before the new school year begins, the Sisters share information about the effects that the strategies had in the past year and share ideas for improvements for the upcoming year. 

  As a follow up, half way through the year, and before new registrations are accepted, the Program Statement is reviewed to see how effective the strategies continue to be, how the improvements have been implemented and any necessary changes that need to be made.  These revisions are documented and the Program Statement is continuously updated.


  The center is closed for all school and civic holidays following the Niagara Catholic District School Board schedule.  We are open during NCDSB PA Days. 
  We are closed May 9th of each year, which is the day of the Foundation of the Sisters of the Sacred Heart.  We are also closed during the summer months.

  We begin the school year the Tuesday following Labor Day. 

  The center is open from 8:00a.m. to 4:30p.m.

For more information call 905-732-4542
or click contact tab above to send message ​​
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